Assessment in the Creative arts disciplines Research Papers

What is Creative Writing for and where is its place in education? I was forced to consider this question when the new Government raised the possibility of losing subjects like Creative Writing in favour of more ‘vocational’ options.... more

We examine integrated visual arts and music instruction through creative com- position practices in soundscapes to develop an understanding of what a child learns through arts learning experiences. To present a viable means of... more

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- by Peter Gouzouasis
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- 20
  Psychology, Music Education, Aesthetics, Teacher Education

The 6-Key Model is an integrative, drama therapy-based, method of assessment and intervention. The model is anchored in the notion of dramatic reality – which it views as a genuine therapeutic force and a paramount tool for intervention... more

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- by Susana Pendzik
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- 21
  Psychology, Play Therapy, Psychodrama, Assessment

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- by Susana Pendzik
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- 21
  Psychology, Play Therapy, Psychodrama, Assessment

Arts learning experiences often embrace a canvas of colourful interpretations and creativity that necessitate assessment practices unique to the arts. However, conventional practices (i.e., rating scales, rubrics, and checklists)... more

Arts learning experiences often embrace a canvas of colourful interpretations and creativity that necessitate assessment practices unique to the arts. However, conventional practices (i.e., rating scales, rubrics, and checklists) struggle, or are unable, to meaningfully assess students’ creativity, imagination, and meaning making. Therefore, guided by a framework of artography and autoethnography, I developed a novel, formative means of assessment grounded in artistic thinking, doing, and making—living assessment. Living assessment encourages l’art pour l’art, and is rooted in underpinnings of pedagogical documentation, learning stories, and living inquiry. That foundation evokes three guideposts—documentation, artistry, and augmentation— to support teachers as they engage with artistic practices, tools, and frameworks to creatively illuminate values and judgments of their students’ creativity, imagination, and meaning making in arts learning experiences. Over the course of a school year, I composed over 500 creative non-fictional, autoethnographies of my journey with living assessment. The stories focus on the artful assessments of Kindergarten, Grade 1, Grade 4/5, and Grade 6 student music learning experiences. Findings from the study illuminate how this practice of assessment respects and values the individual child and enables a democratic means of assessment for the entire learning community. This inquiry also elucidates how living assessment advocates meaning making through the arts, which better corresponds with the learning at hand, and with children’s cognitive capacities—i.e., through play-based learning, drawing, painting, music, and drama. In our learning community, many of the students saturated themselves in the aesthetics of art making, and were able to respond to what they made and learned through aesthetic criticisms. Moreover, living assessment provides opportunities for parents to participate in and better support their child’s learning and meaning making. Artfully inspired, autoethnographic assessment practices also enable an ongoing reflexive process of professional development for the teacher. What is more, I came to understand that living assessment not only supports a practice that is creative, playful, and discursive, but also entices young learners to experience joy, wonder, and passion with the arts through an ongoing participation in the art of living assessment.

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- by Matthew Yanko
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- 20
  Music Education, Assessment, Early Childhood Education, Arts Education

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- by Susana Pendzik
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- 21
  Psychology, Play Therapy, Psychodrama, Assessment

Abstract Art therapy, as well as other arts-based therapies and interventions, is used to reduce pain, stress, depression, breathlessness and other symptoms in a wide variety of serious and chronic diseases, such as cancer, Alzheimer and... more

Abstract
Art therapy, as well as other arts-based therapies and interventions, is used to reduce pain,
stress, depression, breathlessness and other symptoms in a wide variety of serious and
chronic diseases, such as cancer, Alzheimer and schizophrenia. Arts-based approaches
are also known to contribute to one’s well-being and quality of life. However, much research
is required, since the mechanisms by which these non-pharmacological treatments exert
their therapeutic and psychosocial effects are not adequately understood. A typical clinical
setting utilizing the arts consists of the creation work itself, such as the artwork, as well as
the therapist and the patient, all of which constitute a rich and dynamic environment of occurrences.
The underlying complex, simultaneous and interwoven processes of this setting
are often considered intractable to human observers, and as a consequence are usually interpreted
subjectively and described verbally, which affect their subsequent analyses and
understanding. We introduce a computational research method for elucidating and analyzing
emergent expressive and social behaviors, aiming to understand how arts-based approaches
operate. Our methodology, which centers on the visual language of Statecharts
and tools for its execution, enables rigorous qualitative and quantitative tracking, analysis
and documentation of the underlying creation and interaction processes. Also, it enables
one to carry out exploratory, hypotheses-generating and knowledge discovery investigations,
which are empirical-based. Furthermore, we illustrate our method’s use in a proof-ofprinciple
study, applying it to a real-world artwork investigation with human participants. We
explore individual and collective emergent behaviors impacted by diverse drawing tasks,
yielding significant gender and age hypotheses, which may account for variation factors in
response to art use. We also discuss how to gear our research method to systematic and
mechanistic investigations, as we wish to provide a broad empirical evidence for the uptake
of arts-based approaches, also aiming to ameliorate their use in clinical settings.
PLOS ONE | DOI:10.1371/journal.pone.0126467 June 10, 2015 1 / 32
OPEN ACCESS
Citation: Sandak B, Huss E, Sarid O, Harel D (2015)
Computational Paradigm to Elucidate the Effects of
Arts-Based Approaches and Interventions: Individual
and Collective Emerging Behaviors in Artwork
Construction. PLoS ONE 10(6): e0126467.
doi:10.1371/journal.pone.0126467
Academic Editor: Andrew R. Dalby, University of
Westminster, UNITED KINGDOM
Received: January 5, 2015
Accepted: April 3, 2015
Published: June 10, 2015
Copyright: © 2015 Sandak et al. This is an open
access article distributed under the terms of the
Creative Commons Attribution License, which permits
unrestricted use, distribution, and reproduction in any
medium, provided the original author and source are
credited.
Data Availability Statement: Due to ethical
restrictions imposed by the IRB, the authors cannot
deposit the data publicly. However, data will be made
available upon personal request to the corresponding
author Billie Sandak ( billie.sandak@alumni.
weizmann.ac.il) with the approval of the Weizmann
Institute Bioethics Committee.
Funding: The authors thank the Braginsky Center for
the Interface between Science and the Humanities, at
the Weizmann Institute of Science (http://www.
weizmann.ac.il/pages/research-institutes-institute

We examine integrated visual arts and music instruction through creative com- position practices in soundscapes to develop an understanding of what a child learns through arts learning experiences. To present a viable means of... more

Research in the creative fi elds of architecture, design, music and the arts has experienced dynamic development for over two decades. The research in these practice- and arts- based fields has become increasingly mature but has also led... more

Research in the creative fi elds of architecture, design, music and the arts has experienced dynamic development for over two decades. The research in these practice- and arts- based fields has become increasingly mature but has also led to various discussions on what constitutes doctoral proficiency in these fields. The term ‘doctorateness’ is often used when referring to the assessment of the production of doctoral research and the research competence of research students, but in architecture and the arts, the concept of doctorateness has not yet attained a clearly articulated definition. The assessment of quality has been practiced by way of supervising, mentoring and the evaluation of dissertations but much less discussed . This book offers perspectives on how to qualify and assess research in architecture, music and the arts. It creates a broader arena for discussion on doctorateness by establishing a framework for its application to creative fields. The book is grouped into three sections and includes contributions from international experts in
the various fields working in Australia, Belgium, Brazil, Canada, Norway, Sweden, Switzerland, Spain, the Netherlands and the UK. The first section offers general frameworks for further conceptualising doctorateness in the fields in question. It is followed by a section that describes and discusses various experiences, concerns and visions on the production and assessment of doctoral research reporting from
doctoral programmes in different stages of development. The third section includes future- oriented perspectives on knowledge- building processes and asks how the ongoing, profound changes in academia could influence the concept of quality in both doctoral process and product.
The book presents different perspectives on research assessment practices and developments of relevant criteria in the practice- based and creative fields of architecture and the arts. The contributions propose ways of framing this issue conceptually, show the need for awareness of the specific context and tradition programmes develop and give proposals for various potential trajectories for the future.

Fredrik Nilsson is Professor of Architectural Theory and Head of the Department of Architecture at Chalmers University of Technology, Sweden.

Halina Dunin- Woyseth is Professor Emerita at the Oslo School of Architecture and Design, Norway, where she was the founding head of the doctoral programme.

Nel Janssens is Associate Professor in the Faculty of Architecture at KU Leuven, Campus Sint-Lucas, Brussels, Belgium, and visiting scholar in the Department of Architecture at Chalmers University of Technology, Sweden.

Assessment in the Creative arts disciplines

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